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Brincar na Natureza
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Abstract(s)
O presente trabalho, na linha de investigação realizada, a respeito da temática do brincar em espaços naturais, procura saber como e de que forma instituições do meio urbano contemplam nos seus ideários e projetos educativos, brincar na Natureza e quais as oportunidades que as crianças têm de se desenvolverem em estreita harmonia com a Natureza em educação Pré-Escolar. De acordo com Prisk (2019), L’Ecuyer (2016), Moss (2012) e Neto (2020), de entre outros autores, concordam que a Natureza tem efeitos benéficos para a saúde, aprendizagem e desenvolvimento das crianças.
Para concretizarmos os objetivos do estudo optámos por uma abordagem de investigação qualitativa na tipologia de estudo exploratório. Enveredámos por um percurso até agora pouco utilizado neste tipo de investigações, recorremos à recolha de dados através da consulta dos sites dos Jardins de Infância, colocados on line e recorremos à análise de conteúdo direcionada pelos objetivos que delineámos. Conforme retrata a literatura, brincar ainda não é muito valorizado pelas instituições como forma de aprendizagem, citando Bento (2016) e similarmente Santos (2010), brincar, ainda, é visto como forma de libertar energia e “esticar as pernas”.
Os resultados, sugerem que as instituições priorizam atividades estruturadas e em espaços fechados. Todavia, algumas instituições, em meio urbano, tendem a alterar essa realidade proporcionando atividades em harmonia com a Natureza. Pelo impacto positivo no desenvolvimento das crianças desejamos que esse seja um desafio a ser equacionado e incluído no currículo da educação pré-escolar.
The presente work, in the line of research carried out, on the theme of playing in natural spaces, seeks to find out how institutions of the urban spaces contemplate in their educational projects, playing in nature and what opportunities children have to develop in close harmony with nature in pre-school education. According to Prisk (2019), L'Ecuyer (2016), Moss (2012) and Neto (2020), among other authors, agree that nature has beneficial effects on children's health, learning and development. To achieve the study objectives, we chose a qualitative research approach in the type of exploratory study. We followed a direction rarely used in this type of research, we resorted to data collection by consulting the websites of kindergartens, placed online, and we used the content analysis directed by the objectives we define. According to the literature, playing isn’t still very valued by institutions as a form of learning, citing Bento (2016) and similarly Santos (2010), playing is still seen as a way to release energy and "stretch the legs”. The results suggest that institutions prioritize structured activities in closed spaces. However, some institutions, in urban spaces, change this reality by providing activities in harmony with nature. Because of the positive impact on children's development we want this to be a challenge to be included in the preschool education curriculum.
The presente work, in the line of research carried out, on the theme of playing in natural spaces, seeks to find out how institutions of the urban spaces contemplate in their educational projects, playing in nature and what opportunities children have to develop in close harmony with nature in pre-school education. According to Prisk (2019), L'Ecuyer (2016), Moss (2012) and Neto (2020), among other authors, agree that nature has beneficial effects on children's health, learning and development. To achieve the study objectives, we chose a qualitative research approach in the type of exploratory study. We followed a direction rarely used in this type of research, we resorted to data collection by consulting the websites of kindergartens, placed online, and we used the content analysis directed by the objectives we define. According to the literature, playing isn’t still very valued by institutions as a form of learning, citing Bento (2016) and similarly Santos (2010), playing is still seen as a way to release energy and "stretch the legs”. The results suggest that institutions prioritize structured activities in closed spaces. However, some institutions, in urban spaces, change this reality by providing activities in harmony with nature. Because of the positive impact on children's development we want this to be a challenge to be included in the preschool education curriculum.
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Keywords
Brincar; Natureza; Desenvolvimento; Espaço Exterior; Infância Play; Nature; Development; Outdoor; Childhood